Identifying Students' Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students' Science Self-Perceptions

Autor/inn/en	Phelan, Julia; Ing, Marsha; Nylund-Gibson, Karen; Brown, Richard S.
Titel	Identifying Students' Expectancy-Value Beliefs: A Latent Class Analysis Approach to Analyzing Middle School Students' Science Self-Perceptions
Quelle	In: Journal of STEM Education: Innovations and Research, 18 (2017) 1, S.11-15 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Self Concept; Science Instruction; Middle School Students; Multivariate Analysis; Beliefs; Physical Sciences; Grade 8; Science Teachers; Achievement Need; Science Interests; STEM Education; Student Surveys; Scientific Attitudes; Student Attitudes; Student Interests; Probability; Bayesian Statistics + Suchen Sie Ihr Suchwort? Selbstkonzept; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Multivariate Analyse; Belief; Glaube; Natural sciences; Naturwissenschaften; Naturwissenschaft; School year 08; 8. Schuljahr; Schuljahr 08; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; STEM; Schülerbefragung; Schülerverhalten; Studieninteresse; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie
Abstract	This study extends current research by organizing information about students' expectancy-value achievement motivation, in a way that helps parents and teachers identify specific entry points to encourage and support students' science aspirations. This study uses latent class analysis to describe underlying differences in ability beliefs, task values and links these science-self-perceptions to interest in science. Findings suggest that there is a positive relationship between students' science self-perceptions and interest in science which is consistent with previous research (see for example, Aschbacher, Ing, & Tsai, 2014). The relationship between self-perceptions and interest in science was similar regardless of gender or ethnicity. Despite study limitations, self-perceptions should be considered valuable because teachers have influence on both learning activities and a students' sense of self as a science learner. These results underscore the importance of preparing teachers to foster student desire to learn more science in the future. In organizing the data using this particular methodology, information is provided in a potentially powerful way to target specific interventions or support. (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01